Interdisciplinary modelling in the primary mathematics curriculum

Abstract

This paper examines one approach to promoting creative and flexible use of mathematical ideas within an interdisciplinary context in the primary curriculum, namely, through modelling. Three classes of 5th-grade children worked on a modelling problem (Australia’s settlement) situated within the curriculum domains of science and studies of society and environment. Reported here are the cycles of development displayed by one group of children as they worked the problem, together with the range of models created across the classes. Children developed mathematisation processes that extended beyond their regular curriculum, including identifying and prioritising key problem elements, exploring relationships among elements, quantifying qualitative data, ranking and aggregating data, and creating and working with weighted scores.